Ritesh Shah
Biographic Data
| ID | 4607805 |
|---|---|
| NAME | Ritesh Shah |
| GIVEN NAMES | Ritesh |
| FAMILY NAME | Shah |
| SIGNATURE | SHAH R |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-2890-252X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 48 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Who controls the narrative? The (re)productions of power and coloniality in the higher education in emergencies community
In this article, we critically examine the coloniality of knowledge production processes within the education in emergencies community and explore how and why such actions continue despite mounting critique. We do so by reflecting on our joint involvement in a consultancy for a large donor which sought to map range of threats facing higher education systems under political or ideological coercion. As the work progressed, it became clear that our …
If evidence matters, why does the data die? Implementing education management information systems (Emis) in development contexts
Over the last three decades, international organizations have been increasingly involved in collecting and utilizing data to enhance data-driven decision making in the education sectors of development contexts. This is carried out mainly through Education Management Information Systems (EMIS). Research shows, however, that while EMIS have managed to capture large amounts of data in such contexts, evidence of the use of data towards improvement of…
The Need for a Racial Reckoning in the Education in Emergencies Community
Social emotional learning (SEL) is promoted as essential to achieving the education in emergencies (EiE) sector’s dual aims of protection and learning. Yet the diffusion of SEL from the Global North to crisis-affected contexts has largely escaped critical scrutiny. This article interrogates SEL’s contested histories and racialized assumptions, revealing how it often perpetuates white saviorism and reproduces white supremacy by erasing race from b…
Building back better? The role of education sector responses in strengthening or eroding societal resilience during the Covid-19 pandemic
COVID-19 laid bare many failings and shortcomings of state systems, institutions and structures which aim to protect citizens against harm. As observed from the outcomes of the pandemic in many parts of the Global South and Global North, the resilience of health, social protection, governance, economic, education, and social welfare systems has been significantly eroded or challenged, leaving large segments of the population open to heightened ri…
Reimagining education in emergencies
Education in emergencies research partnerships through the looking glass
In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past. We then move to explore how w…
Learning as ecosystems
Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
The fruit caught between two stones’
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
Assessing the ‘true impact’ of development assistance in the G aza S trip and T okelau
The democratic evaluative tradition has sought to change evaluation practice towards approaches and techniques that generate diverse forms of knowledge and foster public deliberation over a programme's merit and worth. This paper locates one evaluation method, ‘ M ost S ignificant C hange’ ( MSC ), within this tradition. Drawing on two different evaluations – one, of a comprehensive economic sector assistance package to the G overnment of T okela…
Education and social change in post-conflict and post-disaster Aceh, Indonesia
Mind the gap
Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. Whi…
Settled Strangers
Gijsbert Oonk is the author of several works on East African Asians, also known as South Asians of East Africa or Asian Africans, all basically of Indian sub-continental origin. The period covered by his latest book coincides with that of his earlier commissioned biography of The Karimjee Jivanjee Family: Merchant Princes of East Africa, 1800–2000 (2009), which underlines the complementary project of these books as their author places a successfu…
Goodbye conflict, hello development? Curriculum reform in Timor-Leste
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
Goodbye conflict, hello development? Curriculum reform in Timor-Leste
Education and social change in post-conflict and post-disaster Aceh, Indonesia
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
Reimagining education in emergencies
Education in emergencies research partnerships through the looking glass
In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past. We then move to explore how w…
Mind the gap
Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. Whi…
Settled Strangers
Gijsbert Oonk is the author of several works on East African Asians, also known as South Asians of East Africa or Asian Africans, all basically of Indian sub-continental origin. The period covered by his latest book coincides with that of his earlier commissioned biography of The Karimjee Jivanjee Family: Merchant Princes of East Africa, 1800–2000 (2009), which underlines the complementary project of these books as their author places a successfu…
The fruit caught between two stones’
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
Who controls the narrative? The (re)productions of power and coloniality in the higher education in emergencies community
In this article, we critically examine the coloniality of knowledge production processes within the education in emergencies community and explore how and why such actions continue despite mounting critique. We do so by reflecting on our joint involvement in a consultancy for a large donor which sought to map range of threats facing higher education systems under political or ideological coercion. As the work progressed, it became clear that our …
Assessing the ‘true impact’ of development assistance in the G aza S trip and T okelau
The democratic evaluative tradition has sought to change evaluation practice towards approaches and techniques that generate diverse forms of knowledge and foster public deliberation over a programme's merit and worth. This paper locates one evaluation method, ‘ M ost S ignificant C hange’ ( MSC ), within this tradition. Drawing on two different evaluations – one, of a comprehensive economic sector assistance package to the G overnment of T okela…
Goodbye conflict, hello development? Curriculum reform in Timor-Leste
Assessing the ‘true impact’ of development assistance in the G aza S trip and T okelau
The democratic evaluative tradition has sought to change evaluation practice towards approaches and techniques that generate diverse forms of knowledge and foster public deliberation over a programme's merit and worth. This paper locates one evaluation method, ‘ M ost S ignificant C hange’ ( MSC ), within this tradition. Drawing on two different evaluations – one, of a comprehensive economic sector assistance package to the G overnment of T okela…
Education and social change in post-conflict and post-disaster Aceh, Indonesia
Mind the gap
Increasingly, the imperative for improving educational quality in schooling systems throughout the developing world is harnessed to a particular set of teaching and learning practices, such as child-centred, child-friendly or learner-centred pedagogy (LCP). Such was the case in Timor-Leste where, after independence, LCP was heavily promoted as a panacea for an education system that was perceived to be irrelevant, outmoded and of poor quality. Whi…
Settled Strangers
Gijsbert Oonk is the author of several works on East African Asians, also known as South Asians of East Africa or Asian Africans, all basically of Indian sub-continental origin. The period covered by his latest book coincides with that of his earlier commissioned biography of The Karimjee Jivanjee Family: Merchant Princes of East Africa, 1800–2000 (2009), which underlines the complementary project of these books as their author places a successfu…
The fruit caught between two stones’
This paper explores the challenging situation faced by teachers as professionals and members of the community in Aceh, Indonesia during the province's civil war. It reveals how teachers’ sense of agency during this period was deeply influenced by the economic/material, political and socio-cultural condition at that time – conditions and experiences which today have bearing on a place for teachers in the post-conflict peace-building process occurr…
A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many f…
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
Education in emergencies research partnerships through the looking glass
In this paper, and as a team of researchers/practitioners spanning the globe, we reflect on the historical and ongoing legacies of (neo)colonialism and imperialism in education in emergencies (EiE) research and practice using collaborative auto-ethnography. Specifically, we explore how we’ve experienced hierarchies of power, positionality and privilege, and how we’ve benefited and/or been victims of this in the past. We then move to explore how w…
Learning as ecosystems
Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2…
Building back better? The role of education sector responses in strengthening or eroding societal resilience during the Covid-19 pandemic
COVID-19 laid bare many failings and shortcomings of state systems, institutions and structures which aim to protect citizens against harm. As observed from the outcomes of the pandemic in many parts of the Global South and Global North, the resilience of health, social protection, governance, economic, education, and social welfare systems has been significantly eroded or challenged, leaving large segments of the population open to heightened ri…
Reimagining education in emergencies
If evidence matters, why does the data die? Implementing education management information systems (Emis) in development contexts
Over the last three decades, international organizations have been increasingly involved in collecting and utilizing data to enhance data-driven decision making in the education sectors of development contexts. This is carried out mainly through Education Management Information Systems (EMIS). Research shows, however, that while EMIS have managed to capture large amounts of data in such contexts, evidence of the use of data towards improvement of…
The Need for a Racial Reckoning in the Education in Emergencies Community
Social emotional learning (SEL) is promoted as essential to achieving the education in emergencies (EiE) sector’s dual aims of protection and learning. Yet the diffusion of SEL from the Global North to crisis-affected contexts has largely escaped critical scrutiny. This article interrogates SEL’s contested histories and racialized assumptions, revealing how it often perpetuates white saviorism and reproduces white supremacy by erasing race from b…
Who controls the narrative? The (re)productions of power and coloniality in the higher education in emergencies community
In this article, we critically examine the coloniality of knowledge production processes within the education in emergencies community and explore how and why such actions continue despite mounting critique. We do so by reflecting on our joint involvement in a consultancy for a large donor which sought to map range of threats facing higher education systems under political or ideological coercion. As the work progressed, it became clear that our …
Political science (14 works) · Sociology (14 works) · Peace and Human Rights Education (8 works) · Psychology (8 works) · Global Educational Policies and Reforms (7 works) · Law (6 works) · Law (6 works) · Pedagogy (6 works) · Economic growth (5 works) · Economics (5 works)